THE WHOLE LANGUAGE

EBRU URHANŞERİFE EREN EZGİHAN AYAN 2T

BACKGROUND

The ‘’Whole Language ‘’ theory was created in the 80s by a group of American educators to help children learn how to read, but it was eztended to foreign language learning. This theory is based on the prnciple that foreign language must be taught as a whole, without being divided into its components, such as grammar and vocabulary, emphasizing that students must learn how to read and write in a natural way, the same way they learn their native language, and giving more importance to activities which are relevant to the students.

AIM OF METHOD

*To provide students to learn to read and write naturally with a focus on real communication and

reading andwriting for pleasure.

*Originated as an approach to teach literacy skills /languagearts.

VIEW OF LANGUAGE

Language is a vehicle for human communication in which there is a relationship betweeen readers and writers.

VIEW OF LEARNINGThere is an emphasis on learning authenticity, because, only applying what has been learned in a real situation, the subject or topic will be internalized.

Learning language must beAuthenticPersonalized Self-directedCollaborativePluralistic

TYPE OF SYLLABUS

Always using what was learned in real situations. Content is organized according to the students’ needs to communicate.

AREAS OF LANGUAGE TAUGHT

• Grammar, vocabulary, pronounciation, phonics,syntactic.

graphophonemic: the shapes of the letters, and the sounds that they evoke .semantic: what word one would expect to occur based on the meaning of the sentence so far .syntactic: what part of speech or word would make sense based on the grammar of the language .pragmatic: what is the function of the text

Aoccdrnig to a rscheearch at Cmabridge Uinervtisy, it deosn´t mttaer in waht oredr the ltters in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a total mses and you can sitll raed it wouthit problem. Tihs is bcuseae the huamn mind deos not raed ervey lteter by istlef, but the wrod as a wlohe.

Psycholinguistic Guessing Game

SKILLS OF LANGUAGE TAUGHT

All four skills, especially reading and writing.

LEARNERS’ ROLE

Collaborator Self Evaluator Self directed

(their learning experiences are used as resources for learning).

Selector of materials.

TEACHERS’ ROLE

Facilitator and active participant in the learning community.

Looks for the occurrence of teachable moments(no preplanned lesson plan or script).

Create a climate that supports collabarative learning.

Negotiator

TYPES OF MATERIALS

Real World Vs. Commercial TextsNewspapersSignsStorybooksHandbillsWorkplace handoutsStudent produced material

TYPES OF TECHNIQUES/ ACTIVITIES

TECHNIQUESLiteratureProcess of writingEncouragement of cooperative learning among studentsConcern for students’ attitudeACTIVITIES Individual and small group reading and writingUngraded dialogue journalsWriting portfoliosWriting conferencesStudent –made booksStory writing

USE OF L1

Not use in the classroom

ERROR CORRECTION

Student are evaluators,evaluating their own and other’s learning with the help of the teachers.

WHAT MAKES THE APPROACH COMMUNICATIVE

Whole language is said to be authentic personalized, self directed, collaborative and pluralistic. Such characteristics are

believed to focus learner attention to motivate mastery.

THE WAYS OF L2 LEARNERS FEALINGS ARE DEALT WITH

The whole language focuses on experiences and activities that are relevant to learners’ lives and needs

COMPRENSIBLE INPUT